Child Abuse and Sexual Conduct and Salem-Keizer Public Schools Employees

Required information for employees (ORS 339.372):
❖ Child abuse and/or sexual conduct (as defned below) by district employees will not be tolerated (Administrative Policy
PAP-A001).
❖ Child abuse includes: physical abuse, sexual abuse, emotional abuse,
neglect, and threat of harm.
❖ Sexual conduct includes any verbal or physical conduct by a school
district employee that is sexual in nature, is directed toward a K-12
student, has the efect of unreasonably interfering with a student’s
educational performance, and creates an intimidating, hostile, or
ofensive education environment. Examples listed under the
“Inappropriate Interaction” sections of this brochure could
constitute sexual conduct.
❖ If an employee is found to have abused a child or engaged
in sexual conduct towards a K-12 student, disciplinary
records will be released in accordance with ORS 339.388.
SALEM-KEIZER PUBLIC SCHOOLS Report Suspected Child Abuse
All Salem-Keizer Public Schools employees are mandated
by law to report suspected child abuse immediately to
law enforcement or the Department of Human Services/
Child Welfare (DHS) (ORS 419B.010); Administrative Policy
(PAP-A001).
Concerns involving suspected child abuse and/or
sexual conduct by district employees must be reported
immediately to a supervisor or to Human Resources at
503-399-3061 (ORS 339.372). However, reporting to a
supervisor alone does not fulfll your legal obligation;
suspected child abuse must also be reported to law
enforcement or DHS.
Reporting obligations are in efect at all times, regardless
of whether the information was obtained in an ofcial
capacity with the district.
How to Report
You can report directly to your School Resource Ofcer
(SRO) or call one of the following:
❖ DHS/Child Welfare: 503-378-6704, (Mon-Fri, 8am-5pm)
❖ Law Enforcement:
Keizer Police Department 503-390-2000
Marion County Sherif’s Ofce 503-588-5032
Polk County Sherif’s Ofce 503-623-9251
Salem Police Department 503-588-6123
If a child is at risk of imminent harm, call 9-1-1
This brochure was created through a cooperative partnership:
Salem-Keizer Public Schools
SalemKeizer Education Association
Salem-Keizer Association of Classifed Employees
SalemAssociation of School Administrators
Work instructions are continually revised and improved. Users of this work
instruction should check the QAM website for the most recent version.
For additional information contact:
Debbie Joa, Prevention & Protection Coordinator
Human Resources, 503-399-3061
Revised 6/10
Stk #450001 PAP-W006
Appropriate interactions create a SAFE ENVIRONMENT for STUDENTS to LEARN,
grow, seek help in PROBLEM SOLVING and conflicts, and DEVELOP social skills.
MAINTAINING APPROPRIATE STAFF/STUDENT BOUNDARIES
S
alem-Keizer Public Schools employees must understand the diference between
appropriate and inappropriate interactions with students. Employees must engage
in appropriate interaction with students at all times and avoid any interactions with
students that could appear inappropriate.
Appropriate interactions create a safe environment for students to learn, grow, seek help in
problem solving and conficts, and develop social skills.
Inappropriate interactions cross the boundaries separating student from adult needs and
create relationships that become peer-to-peer rather than adult-to-child. Ofenders may
be judged by students and others to be the “best” staf members, are often popular with
students and parents, and are frequently recognized for contributions.
Staf who have frequent one-to-one contact with students or who work in co-curricular
activities can be more at risk for inappropriate interactions or student allegations of
inappropriate interactions.
MAINTAINING APPROPRIATE
STAFF/STUDENT BOUNDARIES
Guidelines to Avoid the
Appearance of Impropriety
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Hints for Staying Within
Appropriate Boundaries of
the Staff or Coach/Student
Relationship
1. Establish the parameters and nature of the
relationship.
2. Be prepared to develop a specifc plan for
addressing student needs and involve other
adults in implementing the plan.
3. Understand your own emotional needs.
Staff members should be aware of their own
emotional needs and how those needs might
affect the staff/student relationship.
4. Understand propriety issues related to helping
relationships.
Professional and personal boundaries become
blurred when staff members take students to
lunch off-campus, write and receive personal
notes or make physical contact.
5. Understand the emotional and physical
development of students.
Students who believe no one listens to them
often transfer feelings of affection to the staff
member. Refer students in these situations to
the school counselor or school administrator.
COMMUNICATION
Appropriate Interaction
❖ Maintaining personal space and reasonable eye contact
❖ Dialoguing about the academic environment and
school activities
❖ Having a conversation that supports a student’s
learning and growth where the student’s perspective is
the focus of conversation
Inappropriate Interaction
❖ Maintaining intense eye contact
❖ Making comments that are physical in nature (e.g., “you
have great legs,” “you should wear that sweater more
often”) or may have sexual overtones
❖ Discussing or condoning inappropriate topics and/or
making comments with sexual overtones or firting
❖ Communicating to the student with implied, inside
messages that are unknown by the general population
❖ Sharing personal and confdential information in which
the adult becomes the focus of conversation
❖ Having any dialogue that makes the student feel
uncomfortable or makes the student a confdant of
the adult
RELATIONSHIPS
Appropriate Interaction
❖ Conducting student conferences in a manner
consistent with educational purpose
❖ Having staf/student relationships centered on
academics, school events, and activities
❖ Notifying administration if a student is suspected of
having romantic feelings toward staf member
❖ Maintaining fair and equal treatment of all students
with occasional exceptions
❖ Referring serious student problems to the appropriately
trained professional
Inappropriate Interaction
❖ Spending time alone with student in conferences
beyond educational expectations
❖ Meeting with students of-campus
❖ Transporting a child alone and/or in a private vehicle
when it is not a regular function of the employee’s
assigned job duties
❖ Receiving or writing personal communication from/to
student and or giving gifts
❖ A pattern of covering for or providing excuses for
particular students, and/or writing passes repeatedly
for favored students to cover tardies or absences
❖ A pattern of giving special privileges or showing
favoritism to a particular student
❖ Extracurricular and co-curricular activity leaders
encouraging or condoning an atmosphere of loose
and inappropriate boundaries around gender and
harassment issues
❖ Acting as helpers for serious student problems where
appropriate training in efective advising or counseling
is warranted
❖ Failing to notify administration if a student is suspected
of having romantic feelings toward staf member
PHYSICAL CONTACT
Appropriate Interaction
❖ Occasionally patting a student on the back, shoulder, or
arm
❖ Exercising good judgment on whether to touch
students and/or under what circumstances; being
sensitive to individual preferences and cultural norms
Inappropriate Interaction
❖ Invading personal space; being too close in physical
proximity
❖ Giving shoulder massages, lingering touches, squeezes,
requested afection, or touching private parts of a
student
❖ Requesting/inviting afection (e.g., “give me a hug,” “give
me a kiss”)
❖ Touching students who may misinterpret the touch
due to individual circumstances, cultural standards, or
developmental stage
ELECTRONIC COMMUNICATION
Appropriate Interaction
❖ Using the Internet appropriately in compliance with
Administrative Policy HUM-A003
❖ Limiting electronic communication with students to
that which is necessary for educational and/or school-
sponsored extracurricular activities
Inappropriate Interaction
❖ Conversing with students via electronic communication
beyond what is necessary for educational purposes and/
or school-sponsored extracurricular activities
❖ Discussing personal issues with students via text
messaging, social networking sites, e-mail, etc.
❖ Adding students on personal social networking sites as
“friends” when not related to a legitimate educational
purpose
EXAMPLES OF APPROPRIATE/INAPPROPRIATE INTERACTIONS
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